This chapter addresses the problems encountered in the formative evaluation of instructional development projects and the instructional development process. Three types of formative evaluation--component, convergent, and contextual--are distinguished, and the consequences of using the wrong type of evaluation in a particular situation or project are discussed. Various levels at which the evaluator may become involved in a formative evaluation are considered in the context of the accuracy of the data used in a formative evaluation. Recommendations are made for improvement based upon careful use of the three types of formative evaluation discussed in this chapter. Three figures are included. (10 references) (Author/EW)